Deepening Learning and Addressing Inequalities: A Psychosocial Approach to Improving Statistical Literacy throughout Sociology Curricula
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| Title: | Deepening Learning and Addressing Inequalities: A Psychosocial Approach to Improving Statistical Literacy throughout Sociology Curricula |
|---|---|
| Language: | English |
| Authors: | Samantha Nousak (ORCID |
| Source: | Teaching Sociology. 2024 52(3):276-287. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Sociology, Statistics, Literacy, Social Science Research, Gender Differences, Racial Differences, Social Differences, Equal Education, Disadvantaged, Power Structure, Teacher Role, Course Content, Curriculum Development, Individual Development, Statistics Education, Student Needs, Universities, Psychological Needs, Barriers |
| DOI: | 10.1177/0092055X231222280 |
| ISSN: | 0092-055X 1939-862X |
| Abstract: | Statistical literacy is critical for all sociology students because it facilitates academic and professional success, high-paying jobs, and informed citizenship. Most students, however, lack adequate statistical literacy to engage with sociological research. Within that general deficit, there are gender, racial, and social-class differences, with students from historically marginalized groups starting and staying behind. In this conversation, we argue that to deepen statistical literacy and reduce inequalities, instructors must be willing to sacrifice breadth of content to attend to students' psychosocial needs throughout sociology curricula, especially in courses where quantitative methodology is not the core focus. We synthesize prior literature into a holistic psychosocial approach for teaching quantitative sociology content at all course levels: build interest and motivation, foster a growth mindset, develop statistical efficacy, encourage belonging, and challenge stereotypes. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1432539 |
| Database: | ERIC |
| Abstract: | Statistical literacy is critical for all sociology students because it facilitates academic and professional success, high-paying jobs, and informed citizenship. Most students, however, lack adequate statistical literacy to engage with sociological research. Within that general deficit, there are gender, racial, and social-class differences, with students from historically marginalized groups starting and staying behind. In this conversation, we argue that to deepen statistical literacy and reduce inequalities, instructors must be willing to sacrifice breadth of content to attend to students' psychosocial needs throughout sociology curricula, especially in courses where quantitative methodology is not the core focus. We synthesize prior literature into a holistic psychosocial approach for teaching quantitative sociology content at all course levels: build interest and motivation, foster a growth mindset, develop statistical efficacy, encourage belonging, and challenge stereotypes. |
|---|---|
| ISSN: | 0092-055X 1939-862X |
| DOI: | 10.1177/0092055X231222280 |
